Year 7 Homework Tasks
The Boy in the Striped Pyjamas – September 2015
Lesson
Homework
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What do you learn about Bruno’s Father?
Find 2/3 things. Add quotes to back up what you say.
I think the novel should be narrated from an adult’s point of view, rather than a child.
To what extent do you agree or disagree with this statement?
Give reasons.
What do you think about the novel so far? Give reasons for your answer!
Why is it like a fable? Does it have a moral?
Draw and label one of the characters you have discussed.
Think of two other examples of people whose clothes show their status:
-one with low and one with high status in society. Ask them to describe how these people dress and
how this relates to their status.
Imagine you are Bruno. Write a descriptive account of when you met Shmuel.
Use SC on PowerPoint to help you.
Compare Bruno’s journey to Out-With with Shmuel’s journey, using the text to support your answers.
Read both extracts. (worksheet)
Highlight all descriptive words and adjectives.
Looking at these words, write down the feelings and atmosphere created by each description.
(prepare for next lesson)
Consider how Bruno describes the plan for a ‘great adventure’ with Shmuel before he leaves for Berlin.
Write a short prediction of what will happen to Bruno and Shmuel whilst on their adventure.
-We never get to read exactly what happened to the boys
-We never get to read what Kotler did to Shmuel
-We never get to read what Kotler did to Pavel
Consider why Boyne does this?
What is he suggesting?
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Lesson
Homework
Sherlock Holmes
Lesson
Homework
2
4
Read extract and write down everything that you learn about the character Sherlock Holmes.
Spellings
Find the meanings of the words below and prepare for a spelling test:
Veil
Pitiable
Agitation
Premature grey
Weary
Haggard
Read the extract and answer the question at the end using PEE.
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Editing an example paragraph
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Ensure planning is complete for next lesson.
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Write a review of 'The Adventure of the Speckled Band'. Make it lively and engaging.
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Write 400 words on whether you prefer the film or the story, giving your reasons why.
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Poetry Through the Ages (Reshma is currently editing this unit)
Lesson
Homework
A Monster Calls
Read one of the novels
Write a 300-word
Write a poem based on
Use PEWEE to answer the
from the wider reading
description of what you
the novel, bullying or
following:
list and write a review of
think Conor looks like. Use
cancer.
it.
precise and expressive
How does the writer show
Conor’s love for his
vocabulary.
mother?
Research cancer
Write a 300-word
Create a 250-word
Use PEWEE to answer the
treatments. Write a
description of what you
description of your own
following:
guide for 12-year old,
think the ‘monster’ from
‘monster’. Use a range of
explaining the main
the story looks like. Use
descriptive language.
treatments.
precise and expressive
How does the writer
present Harry as an
intimidating character?
vocabulary.
Carry out some research
Write a 300-word article
Why do you think that the
Use PEWEE to answer the
on bullying. Write a guide
on bullying for a school
writer presents the
following:
for teachers on how to
newspaper.
monster as a tree?
deal with the problem.
How does the writer show
the monster’s power?
Write a biography of
Write a 400-word diary
Write a blurb for a new
Use PEWEE to answer the
either Siobhan Dowd or
entry from Harry’s point
edition of the novel.
following:
Patrick Ness.
of view written after the
end of the story.
The Tempest
Lesson
Homework
2
Homework sheet (variety of differentiated tasks)
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Prospero character study. Challenge task provided.
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Questions from Act 1 revision (in books, p.16).
Differentiate – give each pupil a colour according to ability:
Yellow (mid) -11, 14, 17, 18, 21
Purple (high) – 13, 20, 23, 29, 30
Blue (low) – 1, 4, 6, 7, 8
Write Alonso’s diary, describing his feelings.
Ext: Use similar language to what Alonso would have used.
Persuasive language sheet.
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Using the words from Caliban’s speech, produce a creative piece of original writing or a poem. (sheet
provided)
Find a descriptive piece of travel writing. Level it using the level descriptors and give the writer at least
two targets. The text and your feedback should be glued into exercise books.
Teacher aim to mark pupils’ work for STAR next lesson. DO NOT LEVEL AT THIS POINT.
Read Act 4, scene 1. Attempt one of the homework sheets (teacher to differentiate from a variety of
tasks).
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Read the epilogue. Create a ‘group photo’ of all the characters. Think about how each character should
be positioned and why:
Who would be at the centre and who would be on the fringes?
Would characters be sitting? Standing? Where and Why?
How would the positions reflect characters’ status and their relationships?